Assessing COMPER Environment to Support Self-Regulation During Autonomous Work: A Usefulness, Usability and Use Case Study - Archive ouverte HAL Access content directly
Book Sections Year : 2022

Assessing COMPER Environment to Support Self-Regulation During Autonomous Work: A Usefulness, Usability and Use Case Study

Abstract

Combining a competence-based approach and self-regulation, the COMPER project offers an environment to be used in addition to the courses in remote and blended modalities in higher education. It consists of a graphical presentation of the learners’ competency profile (following the open learner model’s approach) and a personalized resources recommendation system that includes a platform including an exerciser to practice. We conducted a study to assess its usefulness, usability, and effective use, assessing the COMPER environment on 181 first-year students (from a two-year French university diploma in computing), in addition to practical work conducted remotely. Based on a survey (usage data and scales) analysis, our study shows that overall, the learners perceive the service as useful, especially those who tend to not seek guidance. Finally, our findings showed how much attention must be paid before implementing an independent Open Learner Model into an existing learning environment, especially for learners lacking self-regulated learning competencies.
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hal-03908689 , version 1 (20-12-2022)

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Laëtitia Pierrot, Christine Michel, Julien Broisin, Nathalie Guin, Marie Lefevre, et al.. Assessing COMPER Environment to Support Self-Regulation During Autonomous Work: A Usefulness, Usability and Use Case Study. Open and Inclusive Educational Practice in the Digital World, Springer International Publishing, pp.193-212, 2022, Cognition and Exploratory Learning in the Digital Age book series (CELDA), 978-3-031-18511-3. ⟨10.1007/978-3-031-18512-0_12⟩. ⟨hal-03908689⟩
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